Download Even or Odd Model Base Inquiry

Primary Type: Lesson Plan
Status: Published
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Resource ID#: 72812
Even or Odd Model Base Inquiry
In this lesson, the students will explore even and odd through a variety of hands-on learning activities. Rotating center ideas are also included in this
lesson. Students will utilize model based inquiry to determine and justify knowledge of number sense up to 100, comparisons of groups, and
odd/even relationships of numbers up to 20.
Subject(s): Mathematics
Grade Level(s): 2
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection,
Speakers/Headphones, Adobe Flash Player
Instructional Time: 59 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Even and Odd, Model Base Inquiry (MBI), centers
Resource Collection: FCR-STEMLearn Mathematics General
ATTACHMENTS
Summative Assessment.docx
OddEvenCenterExamplesNewest.doc
LESSON CONTENT
Lesson Plan Template: Confirmatory or Structured Inquiry
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will be able to determine whether a number is odd or even.
Students will demonstrate how to model/argue representations of odd and even groups.
Students will identify odd and even numbers in a given group.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should understand and be fluent in:
Number sense up to 20
Number comparisons up to 20
Place value up to 100s
Comparing 2 numbers between 1 and 10
Written numerals up to 100
Group comparisons up to 100
Greater than, less than, equal to
Familiarity with matching and counting strategies
Guiding Questions: What are the guiding questions for this lesson?
1. How can we determine if a number or group is even or odd?
2. How can we show even or odd within a group of objects?
page 1 of 5 Introduction: How will the teacher introduce the lesson to the students?
Duration: 20 Minutes
Materials: Ziplock baggies with random numbers of counters in each ranging from 1-20 (provide enough for the students to work in groups of 3), Math Journals,
writing utensils, Computer and Internet access for You Tube Video, Board or document camera for whole group modeling/display
Anticipatory:
1. Display the number 378,456,403 on the board (Teacher will revisit during the closure of the lesson).
2. Teacher will ask students if the number on the board is odd or even.
3. Students will write their response in their Math Journals.
4. Students will be allowed to discuss their answer with their shoulder partner and justify their answers. *shoulder partner is the person either to the right or left of
your shoulder
5. Teacher will show the You Tube video "Mr. R's Even Number Song" http://safeshare.tv/w/QwInMascUt (This video is creatively designed to reinforce even and odd
concepts). Place value, number sense, and number comparison skills prerequisite in grades K-2).
6. Teacher will preview even and odd by orally identifying odd and even numbers referenced in the video.
Guided Discussion:
1. Ask students how can they determine if a number is even or odd? Ask what is a pair?
2. Have the students to orally share whole group strategies on how they determine odd/even and pairs.
3. Teacher will model utilizing the strategies given by each student to the class or allow the student to demonstrate the strategy.
4. Give groups random number of counters in a ziplock bag. Have students count individual counters and make pairs. Have them determine even or odd and explain
why to the class.
5. Allow various student input of strategies and modeling to promote easy transition to the investigation stage.
Investigate: What question(s) will students be investigating? What process will students follow to collect information that can be
used to answer the question(s)?
1. The students will investigate the concepts of even and odd in the rotating centers. They will be giventheexplorative opportunity to model and construct utilizing
independent and in group processes.
1. How can we determine if a number or group is even or odd?
2. How can we show even or odd within a group of objects?
2. During this investigation process students will be prepared to be successful in the rotating centers described in the analyze component of the lesson.
3. The teacher will model 1 example from each center and give the students the chance to investigate whole group before moving on. During this time the teacher
should be replicating the center examples from each picture on the center explanation attachment. Doing so will model what students will draw into their own
journals while at each center and help to model the directions. This teacher center instruction sheet should then be placed at each center for students to reference
and record from.
4. The students will also be given the opportunity to address questions and clarity on teacher expectations and performance during independent practice.
5. Modeling each problem whole group will assist in promote a high success rate on independent practice in the center activities.
6. At this point if deemed necessary, the teacher should pull a small group for reteach/reinforcement to assist in 100% student knowledge of expectations from all
students prior to entering the centers.
7. Lastly, reviewing each center directions, materials, student expectations, and expected learning objectives/outcomes is extremely important in the success rate of
the lesson activities.
Analyze: How will students organize and interpret the data collected during the investigation?
Duration: 40 minutes (10 minutes per center)
1. In this phase of the lesson the students will explore even and odd confirmatory through a variety of hands-on learning activities.
2. This rotating Odd/Even centers are creative activities that consist of 4 student centered activities that completely transfer from teacher centered to student centered
scaffolding.
3. This investigation piece is designed to support Model Based Inquiry (MBI) learning which is a tool testing ideas when in some incidence the real situation can not be
tested.
4. Successful student achievement of the inquiry will be evidenced by student selected tables, charts, and other systems that represent forms of even and odd
groupings and numbers.
5. The students will work collaboratively in small groups to complete each center activity.
6. The students will use manipulatives to model even and odd distribution of representations of numbers to determine if a given number is even or odd based on the
number in the ones column.
7. The students will also use model based inquiry as a tool to conclude, investigate, analyze, and confirm expected outcomes.
8. The document located in the Uploaded Files section is a descriptive format of the rotating student centers including sample pictures.
Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
Duration: 10 minutes
1. The teacher will ask the students to conclude their center activities after the set time given and assemble the students back in whole group formation.
2. The teacher will then lead the students into summative discussion to review concepts, strategies, and results from the odd/even lesson and activities.
3. The following learning objectives will lead the discussion:
How can we determine if a number or group is even or odd?
How can we show even or odd within a group of objects?
4. The students should answer the investigative questions above based on confirmatory and justification of the concept of even and odd modeled in the analytical
centers. The teacher then will revisit the initial numbers written on the board 378,456,403 and ask the students if the number is even or odd again.
5. The teacher then will ask the students to turn to their shoulder partner and based on their inquiry in activities to share/justify their answers.
6. After debriefing and discussion the students will be givenasummative assessment to determine mastery of the following investigative inquiries:
Students will be able to determine whether a number is odd or even.
Students will demonstrate how to model/argue representations of odd and even groups.
page 2 of 5 Students will identify odd and even numbers in a given group.
7. Administer the Summative Assessment when students are ready. Duration: 20 minutes
Summative Assessment
1. In order to target learning skills the teacher may choose to collect independent practice and or math journals from rotating center activities.
2. The teacher may also observe student targeted learning skills performance in the centers as a form of standards measurement.
3. The teacher will utilizethesummative assessment to determine mastery of the following standard objectives:
Students will determine if a group of objects up to 20 has odd or even numbers.
Student will construct arguments using concrete objects and diagrams to justify conclusions.
Students will apply prior mathematics knowledge of number sense, comparisons to model odd/even representations.
Students will construct arguments using concrete objects and diagrams to justify conclusions.
4. Summative Assessment, access rate of 8 out of 10 correct (80%) on this assessment will show understanding and mastery of the learning objectives and standards
presented for the lesson.
Summative Assessment
Formative Assessment
1. The teacher will conduct formative assessments and determine if students have grasped the understanding or mastered the concept of odd or even evidenced by
model based inquiry.
2. This can be determined by comparing ongoing assessment to base line initial formative assessment data that could include the following:
Asking the students to respond whole group
Identifying odd and even flashcard numbers
Drawing representations of odd and even (pictures)
Circling odd and even groups representations presented on document camera, mimio board, or overhead projector
3. Asking the students to respond Turn and Talk to a partner ask, "Is 67 even or odd? Explain your answer." "Is 24 even or odd?"
4. Ask students to explain their answers utilizing their Math Journals or Scratch paper.
5. In Math Journals:
Draw an odd representation.
Draw an even representation.
Feedback to Students
Students will be provided with direct feedback about their performance or understanding throughout the lesson. The teacher will conduct anecdotal and oral
assessment during whole group discussions, shoulder partner talks, and model based inquiry centers. In the event there is evidence of misconceptions regarding
the concept, the teacher will then redirect the student(s) and provide additional reinforcement of skills through guided practice and reteach strategies.
Whole group discussions:
Teacher will model and ask for correct responses:
Use a hundreds chart and point number 44. Ask students if the number is odd or even and explain why. (repeat with alt. numbers)
Teacher will show examples and ask students to model examples:
Show a group of 4 teddy bears. Ask students to determine if group are odd or even and explain why?
Show a group of 11 teddy bears. Ask students to determine if group are odd or even and explain why?
page 3 of 5 Show a group of 8 flip-flop. Ask students to determine if the group is odd or even and explain why?
Show a group of 7 soccer balls. Ask students to determine if the group is odd or even and explain why?
Students will explain of justify their answers by modeling
Shoulder partner discussions:
Students will work with partners to have dialogue about the what? and why? Ex. 63 is odd because the 3 in the ones place is odd and cant be divided in half or
equal groups (repeat with 2 more examples 46 and 21).
Teacher will monitor and check for justifiable dialogue and discussions.
Rotating Center Activities:
Teacher will circulate around the room to observe/monitor proper utilization of materials and instructions.
Addressing student feedback performance and understanding during lesson/activities.
Facilitating dialogue and cooperative learning in discussion groups in centers.
Providing additional support to guide proper implementation of each elicit math activity.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
In this lesson differentiated instruction is embedded throughout.
This lesson is designed to provide a variety of differentiated instruction for all students on the various ability level spectrum.
It contains on/below/above level practice within centers.
In order to further address specific exceptionalities within the ESOL spectrum, providing more picture clues and vocabulary cards will be beneficial to meet the ESOL
needs.
Extended journal writing and creating more elaborate models and extensions can be utilized to address the needs of the gifted student that needs more of a
challenge.
Addressing the needs of the lower quartile and/or ESE students, providing preprinted resources such as number lines, picture clues with odd/even examples, larger
font or less print rich directions can be another alternative to accommodating the students with special needs.
page 4 of 5 Extensions:
This lesson can be extended in various ways to to accommodate students in upper grades by expanding the number range to meet the specific standard for the
grade.
In addition to lateral extension, the concept can also be extended to higher order thinking by allowing the students to create addition and subtraction equations,
model the sum, and determine even or odd.
Lastly, this lesson can provide cross-curricular extensions by utilizing the even and odd concepts in the areas of science, social studies, and writing.
Extensive writing ideas and modeling science/social studies data by demonstrating even and odd are progressive ways to provide concept correlations.
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, Speakers/Headphones, Adobe Flash Player
Special Materials Needed:
Preprint all resources materials to be utilized prior to the start of the lesson and insure there is enough copies for all students/groups.
See individual center materials required for each.
Dry erase white board and markers (whole group or individual boards for student responses).
Further Recommendations:
This lesson will be much more effective if the following provisions were made:
Properly plan and set up centers ensuring all materials are readily accessible prior to start of lesson.
Constant monitoring of collaborative on task groups during center time.
Review/unpack/discuss odd/even concepts and predicted outcomes to assist in ease of confirmatory investigation.
Allow separate whole group discussion/dialogue area away from student center area.
Conform to time restraints to allow ample closure/ summative time.
Can alternate or substitute Math Journals for Think/Pair/Share dry erase boards.
Additional Information/Instructions
By Author/Submitter
Major essential elements of inquiry is model based thinking. Students learn by doing. Enabling them to become mathematicians through explore, investigate, inquiry, and
modeling to confirm known knowledge creates comfort when arguing from evidence within the classroom setting.
This lesson is likely to support the Mathematical Practices standards:
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others. Students can construct arguments using concrete referents such as
objects, drawings, diagrams, and actions. Supports: Model based inquiry in each center activity and student worksheets. The students constructed models
demonstrating confirmation of even/odd results and recorded evidence.
MAFS.K12.MP.4.1 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life,
society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. Supports: The students utilized real world
objects in the rotating centers such as: number lines, teddy bears, jelly beans, cheerios, and other manipulatives to write equations and or show equal/non equal
parts. Then they were asked to justify and explain answers in the Math Journals and share with the group.
SOURCE AND ACCESS INFORMATION
Contributed by: Cathy Howard Williams
Name of Author/Source: Cathy Howard Williams
District/Organization of Contributor(s): Wakulla
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.2.OA.3.3:
Description
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or
counting them by 2s; write an equation to express an even number as a sum of two equal addends.
page 5 of 5